21. Position Statement: High-Stakes Testing responsibile for designing and implementing testing programs and policy makers aboutclassroombased assessment; teach students how tests are structured, but not http://www.reading.org/positions/high_stakes.html

Advanced Search About the Association Membership Member Services Online ... Contact Directory Our Programs Advocacy and Global Outreach Awards and Grants Committees and Special Interest Groups ... Urban Initiatives Online Resources Article Archive Bookstore Choices Booklists Discussion ... Shop at A portion of what you spend supports IRA! Summary of a position statement of the International Reading Association: High-Stakes Assessments in Reading (August 1999) High-Stakes Testing The International Reading Association strongly opposes high-stakes testing. Alarmingly, U.S. policy makers and educators are increasingly relying on single test scores to make important decisions about students. For example, if a student receives a high score on one high-stakes test, it could place him in a honors class or a gifted program. On the other hand, if a student receives a low score on one test, she could be rejected by a particular college. These tests can also be used to influence teachers' salaries, or rate a school district in comparison with others. The Association believes that important conceptual, practical, and ethical issues must be considered by those who are responsibile for designing and implementing testing programs. Assessment should be used to improve instruction and benefit students rather than compare and pigeonhole them.

22. BBC NEWS | Education | UK Systems | Curriculum And Testing all primary schools in Wales teach Welsh as a at different stages core subjectshighlighted testing. This ''baseline assessment'' is designed to provide more http://news.bbc.co.uk/1/hi/education/uk_systems/93541.stm

CATEGORIES TV RADIO COMMUNICATE ... INDEX SEARCH You are in: Education: UK Systems News Front Page World ... Programmes SERVICES Daily E-mail News Ticker Mobile/PDAs Text Only ... Help EDITIONS Change to World Monday, 10 February, 2003, 17:39 GMT Curriculum and testing A national curriculum is compulsory in all state schools in England, Wales and Northern Ireland and for virtually every pupil up to the age of 16. It is devised by the Qualifications and Curriculum Authority (QCA) and its partner authorities, the Qualifications, Curriculum and Assessment Authority for Wales (Awdurdod Cymwysterau, Cwricwlwm ac Asesu Cymru - ACCAC) and the Northern Ireland Council for Curriculum, Examinations and Assessment (CCEA). Although it was introduced in primary and secondary schools between autumn 1989 and autumn 1996, it is an idea that has been common in other European countries for decades. The main aim of the national curriculum is to raise standards, making sure all children have a broad and balanced education up to the age of 16. In the past, many pupils dropped key subjects such as modern languages or science at 13 or 14. A second aim is to ensure that schools in all parts of the country are following the same courses. This has particular advantages for children who change schools when families move house from one area to another.

23. WestEd - Assessment testing English Language Learners A Sampler of Student Responses The Role of EarlyLiteracy assessment Using assessments to teach for Understanding http://www.wested.org/cs/wew/view/top/2

Assessment Specialists at WestEd create resource materials in assessment design and provide services in the development, implementation, and evaluation of state and local assessments — tests that measure the performance of teachers as well as students. Of the 10 Regional Educational Laboratories, WestEd has been designated by the U.S. Department of Education to provide national leadership in the area of assessment. Which programs are involved with Assessment? Assessment and Standards Development Services (ASDS) Center for Prevention and Early Intervention (CPEI) Learning Innovations Policy Program ... Western Regional Educational Laboratory (WREL) Which projects are involved with Assessment? Assessments in Career Education California Infant, Preschool, and Family Mental Health Initiative Center for Assessment and Evaluation of Student Learning (CAESL) Center for Science Education and Professional Development (CSEPD) ... Western Assessment Collaborative (WAC) Leadership Initiative Which resources feature Assessment? Accountability Dialogues: A Look Inside the Process Accountability Dialogues: Book and Video Set Accountability Dialogues: School Communities Creating Demand from Within Assessment Alternatives for Diverse Classrooms ... Show 6: Martin Luther King Jr. Elementary School

24. Testing: Frequently Asked Questions -- No Child Left Behind matter required by the standards and teach it well doesn't require annual statewidetesting of other What is the National assessment of Educational Progress http://www.nclb.gov/next/faqs/testing.html

Search: What to Know Welcome Letter Introduction Frequently Asked Questions ... Stats and Graphs More details on No Child Left Behind Policy and Legislation Read or subscribe to our newsletter State Information Contact Us Use these banners to link to NoChildLeftBehind.gov. Frequently Asked Questions and Answers for Families and Communities Testing What effect will testing have on my child Will the results of my child's test be private? Some people say that testing will make teachers "teach to the test." Are those people right? Will testing help teachers? ... What is the National Assessment of Educational Progress (NAEP), and what is its purpose? What effect will testing have on my child? For some parents, testing causes stress and anxiety. But in reality, children have always been assessed throughout the year to ensure they know the academic content taught in the classroom. Testing once a year using a standardized test gives an independent insight into the school's progress in order to ensure that your child isn't left behind or trapped in a failing school before it is too late to face the real tests in life. Handled by the school, testing becomes a normal, expected way of assessing whether curriculum has been taught. Will the results of my child's test be private?

25. RIDE- Standards, Instruction, And Student Assessment-  Home Schooling And Instr Standards, Instruction, and Student assessment Home Schooling. State law requiresthat you teach reading, writing What kind of testing am I responsible for? http://www.ridoe.net/standards/home_school.htm

Standards, Instruction, and Student Assessment Home Schooling The State Department of Education does not directly supervise home instruction. In Rhode Island , approval of home instruction occurs at the local school district level. If you are thinking of home-schooling your child, please call your local school superintendent’s office for information. The information contained below is meant to give a simple, general overview of the process of home instruction in Rhode Island. This is not a legal memorandum. Specific questions should be directed to your local school department. If I want to home-school my child, do I need to have a teaching certificate or any other certificate or special qualifications? No, you only have to show that you are able to provide “thorough and efficient” instruction. Do I need to notify the local district of my intention to home school?

26. Rethinking Assessment And Its Role In Supporting Educational Reform writing samples (Joint Committee on testing Practices, 1993). that the quality ofthe assessment information gained is jeopardized when teachers teach to the http://www.ncrel.org/sdrs/areas/issues/methods/assment/as700.htm

Critical Issue: Rethinking Assessment and Its Role in Supporting Educational Reform ISSUE : Assessment of student achievement is changing, largely because today's students face a world that will demand new knowledge and abilities. In the global economy of the 21st century, students will need to understand the basics, but also to think critically , to analyze, and to make inferences. Helping students develop these skills will require changes in assessment at the school and classroom level, as well as new approaches to large-scale, high-stakes assessment. Linda Bond, director of assessment at NCREL, explains how the new skills needed in the 21st-century global economy have spurred the accountability/assessment movement in education. Excerpted from NCREL's Policy Talks , audiotape #2, Reaching for New Goals and Standards: The Role of Testing in Educational Reform Policy (NCREL, 1994). [Audio Comment, 204k]. A text version is available.

27. Assessment raise those test scores is to teach to the wise for innovators to confront the assessmentissue as Although district and state testing policies may be beyond http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te3lk28.htm

Assessment Means et al. (1993) discuss the importance of using assessment models that are compatible with the goals of the technological innovation: Thus, it is wise for innovators to confront the assessment issue as early as possible. Although district and state testing policies may be beyond local control, the school or classroom can at least take steps to collect additional assessment data that are more compatible with the goals of their innovation. Unfortunately, we lack good standardized measures of many advanced thinking skills, but a school can at least choose among the more appropriate subtests from standardized test batteries (e.g., reading comprehension as opposed to word-attack skills, math problem solving as opposed to numerical operations) and can supplement these measures with writing samples, portfolios, and other concrete evidence of student achievement." (pp. 87-88) References Content and general comments: info@ncrel.org Technical information: pwaytech@contact.ncrel.org

28. The Case For Authentic Assessment. ERIC Digest., Wiggins, Grant The best tests always teach students and Descriptors Comparative testing; CostEffectiveness; * Educational assessment; Elementary Secondary http://128.8.182.4/db/edo/ED328611.htm

From the ERIC database The Case for Authentic Assessment. ERIC Digest. Wiggins, Grant Mr. Wiggins, a researcher and consultant on school reform issues, is a widely-known advocate of authentic assessment in education. This digest is based on materials that he prepared for the California Assessment Program. WHAT IS AUTHENTIC ASSESSMENT? Assessment is authentic when we directly examine student performance on worthy intellectual tasks. Traditional assessment, by contract, relies on indirect or proxy 'items'efficient, simplistic substitutes from which we think valid inferences can be made about the student's performance at those valued challenges. Do we want to evaluate student problem-posing and problem-solving in mathematics? experimental research in science? speaking, listening, and facilitating a discussion? doing document-based historical inquiry? thoroughly revising a piece of imaginative writing until it "works" for the reader? Then let our assessment be built out of such exemplary intellectual challenges. Further comparisons with traditional standardized tests will help to clarify what "authenticity" means when considering assessment design and use: * Authentic assessments require students to be effective performers with acquired knowledge. Traditional tests tend to reveal only whether the student can recognize, recall or "plug in" what was learned out of context. This may be as problematic as inferring driving or teaching ability from written tests alone. (Note, therefore, that the debate is not "either-or": there may well be virtue in an array of local and state assessment instruments as befits the purpose of the measurement.)

29. Trying To Teach - What Is The Present Situation? Trying to teach Interim Report of the Committee on External assessment measures arethe same as saying something's wrong and by testing, we will find http://www.teachers.ab.ca/publications/monographs/_trying/trying12.html

Trying to Teach: Interim Report of the Committee on Public Education and Professional Practice What Is The Present Situation? Increased External Testing The trend to increased external testing is quite evident, and highly contentious. Some school systems have developed their own batteries of tests for Grades 3, 6 and 9; provincial achievement tests also cover these grades; diploma examinations for Grade 12 courses have been in place since 1984; there is a push for "national indicators" testing in literacy and numeracy for all 13- and 16-year-olds in the country; international comparisons are constantly touted in the media. Part of the reason for this trend is a demand for increased accountability, coupled with the widely-stated view that schools are failing in their task of educating children, particularly in comparison with perceived "successes" of countries such as Japan, Germany and Korea. Whether the system is in fact "failing" is the subject of an enormous and continuing debate; nevertheless, there is a widely-held view (particularly among some business interests) that somehow increased external testing will help to rectify the situation. The submissions overwhelmingly indicate that teachers accept the need for accountability, and see the assessment and evaluation of students as a vital and integral part of the educational process. Rather, they questioned whether increased external assessment was effective in improving education, and instead saw their own practices as professionals in the classroom as being the crucial component in student evaluation.

30. Comment On E2 examination system, it is the final assessment for certification what to teach andhow to teach it. written curriculum, often, it is the testing practice that http://www.physics.ohio-state.edu/~jossem/ICPE/E2c.html

COMMENTS ON EVALUATION AND ASSESSMENT (P. J. Black) P. L. Lijnse Centre for Science and Mathematics Education, Utrecht University, The Netherlands Section E, Comments on E2 from: Connecting Research in Physics Education with Teacher Education Return to the Table of Contents

31. The Case For Authentic Assessment. Wiggins, Grant The best tests always teach students and teachers can come to believe that assessmentresults are to monitor performance then conventional testing is probably http://ericae.net/pare/getvn.asp?v=2&n=2

32. PKAL: Essay On Assessment: Two-Part Testing to use the takehome exams to teach themselves new formal study into the impact oftwo?part testing. measure the effectiveness of this new assessment paradigm. http://www.pkal.org/template2.cfm?c_id=358

33. A Reading Assessment For Parents And Homeschoolers. Tests Students Online. Creat Use the reports to tutor or teach your child yourself. Key Features. Fun and interactivewebbased reading assessment! - Engages your child - Makes testing fun. http://www.letsgolearn.com/homeschool.html

Now you can add K-4 early reading instruction linked to your assessment account! Automatically when children finish their assessment, if they qualify they will be transitioned into our 38 lessons that teach early reading skills. These reading lessons can supplement your home instruction or school's instruction by working on the basics skills that your son or daughter may need to improve. Click here to learn more about Plus Instruction Product Info Product FAQ's Demonstration Pricing Information Assessment Product Sheet PDF Format) Instruction Product Sheet (download Acrobat Reader to view PDF files) Free Resources Articles E-Seminars Did You Know? - Most parents don't know how their children are reading - Children not reading well by the 3rd grade fall behind in all subjects - Once a reading difficulty is recognized, active remediation may take a year or more to remedy the situation What Can You Do? Take charge! Don't wait to discover a problem exists - Receive on-going detailed diagnostic assessment reports on your child or children Don't Under Estimate the Complexity of Reading!

34. Assessment For Educators - Testing And Assessment testing Resources SAT. Florida Comprehensive assessment Test Use these resourcesto help prepare Your Students Computer Courses for $5.99 teach your students http://7-12educators.miningco.com/cs/assessment/

zfp=-1 About Education Secondary School Educators Search in this topic on About on the Web in Products Web Hosting Secondary School Educators with Melissa Kelly Your Guide to one of hundreds of sites Home Articles Forums ... Help zmhp('style="color:#fff"') Subjects BUYER'S GUIDE Before You Buy Top Picks Inspirational Movies Motivational Books ... All articles on this topic Stay up-to-date! Subscribe to our newsletter. Advertising Free Credit Report Free Psychics Advertisement Assessment Guide picks Using Portfolios in Education Test and Assessment Construction Testing Resources Tests Online ... Florida Comprehensive Assessment Test Use these resources to help prepare students for the FCAT. Email this page! Sponsored Links English Teacher Curriculum Guides for Sale Curriculum guides at $29.95, for grades 7-12. Curriculum materials for composition and literature, including novels and plays. http://www.curriculumguides.com/ Sponsored Link Renew and Advance Your Teaching Certificate ProfessionalTeacher.com offers free access to state certification requirements, renewal forms, and professional development options. Register for a chance to win $300 toward continuing education. http://ad.doubleclick.net/

35. NLS Test Review - Workplace Assessment Tools - Page 4 This testing format is closely related to the of learning exercises are identifiedthat teach each of the the exact contents of the assessment instrument may http://www.nald.ca/nls/inpub/test/English/page4.htm

The Nature of Testing There are two types of standardized tests: norm referenced and criterion referenced. Many standardized tests have been adopted to permit a learner score to be interpreted in relation to or in reference to the scores of other people who have taken the test. This type of test is called norm referenced. In such a case an individual's standardized test score is interpreted by comparing it to how well the referenced group normally performs on the test. The second type of standardized test is criterion referenced. This testing format is closely related to the development of self-paced, individualized program instruction. In programs following this approach, a domain of knowledge or skills is carefully defined. An absolute standard or criterion of performance is set and everyone's score is established in relation to that standard. Learning objectives that can be assessed are specified and the units of instruction frequently called modules are developed to teach the various subsets of knowledge and skill identified by the learning objectives. Another type of test is a competency-based test. Typically, developers first identify the important objectives or competencies to be learned. Next, test items are developed to determine whether learners already possess the competencies or if instruction is needed to develop certain competencies. Then, various commercially available materials with a variety of learning exercises are identified that teach each of the competencies so that teachers can select the materials their learners need to master. This approach is a form of teaching to the test, even though the exact contents of the assessment instrument may not appear in the curriculum to avoid directly teaching to the specific test items. In the competency-based programs, the competencies are identified first and the curriculum is designed to help the learner achieve these specific competencies.

36. Cisco Education Ecosystem - Reform & Accountability Critics say the tests lead teachers to teach to the As the dialogue on testing isheating up in local form around the need for alternative assessment measures. http://www.cisco.com/warp/public/779/edu/commitment/edu_internet_economy/reform.

Standards and Academic Achievement Accountability, Assessment, and Testing Recruiting and Retaining Teachers Reform Policies ... Facts and Figures Education Reform Issue Summary "Education is the great equalizer in life. In order to properly prepare our children for the jobs of the 21st Century, we need fundamental changes in our education system. Government leaders, teachers, parents, and businesses need to embrace accountability and competition in our schools if we are ever going to improve the current situation." John Chambers Cisco Systems CEO and President No other issue tops the agenda of more elected officials in the United States than reform of the educational system. Current reform movements center around several key issues: Standards and academic achievement Accountability, assessment and high-stakes testing Recruiting and retaining teachers Reform policies ... Standards and Academic Achievement In 1992, there was a call to action to create national standards that demonstrate challenging but attainable learning goals for all students. Once a state or national organization has set standards, it can measure school quality and student performance from year to year. Many policies are designed to hold schools accountable for success or failure to meet standards. Accountability, Assessment and High-Stakes Testing

37. High Stakes Testing - Wrightslaw not provide for an alternate assessment, provides no Experts To Make RecommendationsAbout testing of Students process rights, obligations to teach basic skills http://www.wrightslaw.com/info/highstak.index.htm

Search our Site wrightslaw.com l fetaweb.com l harborhouselaw.com Home Topics Apr 6 - Iselin, NJ ... Full Schedule Subscribe Your Email: Check Email for spelling select a page . . . Home What's New Sitemap Press Topics **Advocacy** Articles FAQ's Tips Newsletters **Law** Articles Caselaw Pleadings Regs **Topics** Advocacy Assessments Autism ADD/ADHD Damages Discipline Discriminations Due Process Early Childhood Eligilibity FAPE High Stakes Tests IDEA IDEA 2002 IEPs LRE/Inclusion Learning Disab. Mediation No Child Left Confidentiality Private Schools Letter Writing Placement Safe Guards Related Services Retaliation School Personnel Transition **Pubs** Spec. Ed. Law FETA Newsletter Flyers **Services** Orders Our Seminars Consults Communities Headline News Updates **Resources** Free Pubs Free Newsletters Disability Groups State DOEs PTI Centers International State Yellow Pgs Best School Sites Asmnt Terms **Book Store** Best Of Disabilities Special Ed IEPs Legal Strategy Negotiate Parents Kids Updates **Other** Search Subscribe About Us Link to Us Home Wrightslaw Home What's New Sitemap Press ... Topics Advocacy Library Articles FAQ's Tips Newsletters Law Library Articles Caselaw Topics Advocacy Assessments ADD/ADHD Autism ... Privacy, Records

38. Tests, Assessments, Evaluations, High-Stakes Testing - Wrightslaw not provide for an alternate assessment, provides no Experts Makes RecommendationsAbout testing of Students process rights, obligations to teach basic skills. http://www.wrightslaw.com/info/test.index.htm

Search our Site wrightslaw.com l fetaweb.com l harborhouselaw.com Home Topics Assessment/ Evaluations / High Stakes Tests Apr 6 - Iselin, NJ May 2-3 Springfield, MA May 16-17 Jacksonville, FL May 21 Roanoke, VA ... Full Schedule Subscribe Your Email: Check Email for spelling select a page . . . Home What's New Sitemap Press Topics **Advocacy** Articles FAQ's Tips Newsletters **Law** Articles Caselaw Pleadings Regs **Topics** Advocacy Assessments Autism ADD/ADHD Damages Discipline Discriminations Due Process Early Childhood Eligilibity FAPE High Stakes Tests IDEA IDEA 2002 IEPs LRE/Inclusion Learning Disab. Mediation No Child Left Confidentiality Private Schools Letter Writing Placement Safe Guards Related Services Retaliation School Personnel Transition **Pubs** Spec. Ed. Law FETA Newsletter Flyers **Services** Orders Our Seminars Consults Communities Headline News Updates **Resources** Free Pubs Free Newsletters Disability Groups State DOEs PTI Centers International State Yellow Pgs Best School Sites Asmnt Terms **Book Store** Best Of Disabilities Special Ed IEPs Legal Strategy Negotiate Parents Kids Updates **Other** Search Subscribe About Us Link to Us Home Wrightslaw Home What's New Sitemap Press ... Topics Advocacy Library Articles FAQ's Tips Newsletters Law Library Articles Caselaw Topics Advocacy Assessments ADD/ADHD Autism ... Privacy, Records

39. Programs For Diagnosis, Assessment, Tutoring, And Education Of Children With Lea takes part in the Shared testing Program by to students and their families when assessmentindicates that test; expand your ability to teach phonemic awareness http://www.kingsbury.org/programs2.htm

Kingsbury Center Programs Diagnostic Service Experienced psychologists, neuropsychologists, and educational diagnosticians administer testing to children and adults referred to the Center because they appear to have learning difficulties, or because they want an assessment of skills and learning styles. Testing is followed by the development of recommendations for appropriate interventions and, in many cases, formulation of an individualized program of instruction. Kingsbury staff members also test for Attention Deficit Disorder (ADD) and neuropsychological conditions. In addition to diagnostic work, Kingsbury takes part in the Shared Testing Program by administering admissions tests to students each year who apply to independent schools. Click here to learn more about the Diagnostic Process Psychological Services Staff clinical psychologists also provide evaluations of social and emotional functioning to assess behavioral or motivational problems that may interfere with learning. Psychotherapy and/or counseling may be offered to students and their families when assessment indicates that such services would enhance the individual's ability to learn. Click here to learn more about the Diagnostic Process Tutoring Click here to learn more about Tutoring Services.

40. Evaluation And Assessment Evaluation and assessment Home Page gives information on UPASS your students withthe various testing formats, create with your lessons as you teach the Core http://www.usoe.k12.ut.us/eval/cognos/TipsTeachers.htm

Data has little value unless it is used to bring about positive change. Data does not give us answers, but rather provides a rich environment for questions and exploration. As you use Cognos to evaluate your school, grade level, and eventually individual students, look at the data and ask the well known investigative questions, "Who, What, Why, When, Where, and How? What might be causing a particula trend or result in your school? Why does one school show better test results than another in a similar economic area? Have new programs or texts made a positive difference? Why might students of one ethnic background in your school perform better than those of another? The possibilities are endless. Teaching the Core Curriculum for your grade level is the key to improved student learning and success. Your knowledge of the various U-PASS assessments and how best to prepare your students for these assessments will also bring about possitive results. The following USOE resources Provide valuable information and support to teachers: Evaluation and Assessment Home Page gives information on U-PASS, specific tests and statewide results.

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